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Asia-Pacific Forum
on Science Learning and Teaching, Volume 11, Issue 2, Article 1 (Dec., 2010) |
Problem-based learning is defined as “learning as a result of a study process to comprehend or solve a problem” (Dabbah et al., 2000). In this process, students are in charge of their learning and gain access to knowledge through research and exchange of ideas with their peers. This study investigates the effect of using problem-based learning, a method that encourages students to be active in learning process, in science and technology teaching in elementary school seventh-grade students’ academic achievement and concept construction levels. The current section discusses the results obtained using data analysis.
Discussion and Conclusion Concerning the First Sub-problem
While there was no significant difference between the groups’ mean academic achievement scores before the experimental application, a significant difference was found between the groups’ academic achievement after the application in favor of the experimental group. This result indicates that the experimental group students attained higher success after the experimental application when compared to their peers in the control group. As a result, it can be argued that the use of the problem-based learning method in science and technology teaching is more effective in enhancing students’ academic achievement than simply using the science and technology curriculum. Certain studies have been found that confirm the present study’s results with regard to the sub-problem in question. A similar study by Sungur, Tekkaya and Geban (2006) investigated the impact of using the problem-based learning method in the human excretory system unit on tenth-grade students’ academic achievement. The study found a significant difference between the groups’ academic achievement in favor of the experimental group. In their study, Tarhan and Acar (2007) studied the effects of problem-based learning method upon eleventh-grade students’ academic success. This study also revealed a significant difference between the students’ academic success in favor of the experimental group. Gordon et al. (2001) stated that problem-based learning, which is a constructivist method, is a valuable instrument that can be used to enhance elementary school students’ success. Drawing upon the previous studies on the problem-based learning method, Chang (2001) noted in a study that if applied “well,” the problem-based learning method may have positive effects on students’ learning or improvement of their academic achievement. As a conclusion, as demonstrated by the studies in the literature, the problem-based learning method implemented at various stages positively affects students’ academic achievement. With the problem-based learning method, students rely on their previous knowledge to identify the problem given in a scenario, resolve it, and thus, learn new information by actively participating in the learning process. Within this process, students find the opportunity to discuss their knowledge in group environment and make up for the shortcomings in their existing knowledge through exchange of information in the group environment. Moreover, students identify their own learning fields in the learning process, conduct required research and propose different ideas to solve the problem. In summary, problem-based learning helps students learn by discussing their existing knowledge and the information they obtain in social group environments and by resolving a problem using higher-order thinking skills. Therefore, the problem-based learning method is results in positive development in students’ academic achievement.
Discussion and Conclusion Concerning the Second Sub-problem
While there was no significant difference between the groups’ concept construction levels before the experimental application, a significant difference was found between the groups’ concept construction levels after the application in favor of the experimental group. This result indicates that the experimental group students improved their levels of constructing the concepts concerning the subject after the experimental application more than their peers in the control group. As a result, it can be argued that the use of the problem-based learning method in science teaching is more effective in enhancing students’ ability to learn the concepts in a biology unit by constructing them in their minds, rather than simply using the science and technology curriculum. One question that requires an answer is to what extent science teaching curricula allows students to gain access to science concepts (Kılıç and Sağlam, 2009). Thus, it is of crucial importance to determine the effect of the problem-based learning method upon conceptual development. A similar study concluding problem-based learning has positive effects on students’ conceptual development was carried out by Akınoğlu and Tandoğan (2007) with seventh-grade students. Studies have demonstrated that the problem-based learning method positively influences students’ conceptual development and keeps misconceptions at a low level. The present study revealed that problem-based learning positively affects concept learning. This positive change is arguably caused by the active role played by students in the process of problem-based learning from problem identification to solving the problem and also by the opportunities they found in group environments to construct their knowledge. In sum, students identify the information they lack during the problem-based learning process, make up for these shortcomings in their knowledge about a subject, share information in group environment, and thus, have the opportunity to construct their knowledge in social and cognitive terms. Therefore, given these aspects of the problem-based learning method, it is believed to be more effective on students’ levels of constructing the concepts about a biology unit. This result demonstrates that the problem-based learning method enhances students’ levels of constructing the concepts about a biology unit in the process of an experimental application. Thus, it could be argued that using the problem-based learning method in learning process positively contributes to students’ learning by constructing the concepts about a biology unit in their minds. As a result of the interpretation of the data obtained from the research, the following recommendations are noted.
• The study examined certain effects of using problem-based learning on seventh grade students in an elementary school in the unit on "the Systems in our Body." Given that the study dealt with a unit in biology, it is believed that further research is needed about the feasibility of the problem-based learning method in units concerning different disciplines in the science and technology course.
• It is argued that the problem-based learning method can be used to ensure better construction in students' minds for the concepts in science and technology course.
• It is believed that pre-service science teachers should be provided with the knowledge and skills concerning the characteristics of the problem-based learning method and its use in science teaching.
